International Marketing_Marketing Plan_Introducing Flexible Learning

8/9/2019 International Marketing_Marketing Plan_Introducing Flexible Learning

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Marketing plan

Introducing Flexible learning


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Contents

1. ....................................................................................... 2Purpose and mission1.1 .................................................................................... 2Purpose of the marketing plan

1.2 ............................................................................... 2

History of institution and mission

2. ......................................................................................... 4Situational analysis2.1 ............................................................................................. 4Current product analysis

2.2 ............................................................................................... 6Current target markets

2.3 ........................................................................................... 7Current company analysis

2.4 .............................................................. 8Environmental problems and opportunities

3. .................................................................................. 9Strategy and objectives3.1 ....................................................................................................... 9Marketing strategy

3.2 .................................................................................................... 10Financial objectives

3.3 .................................................................................................. 10Marketing objectives

4. ......................................................................................... 12Tactical programs4.1 .................................................................................................. 12Target market issues

4.2 .................................................................................................... 16Product positioning

4.3 ......................................................................................................................... 17Pricing

4.4 ......................................................................................................... 18Promotion issues

4.5 ...................................................................................................... 21Distribution issues

5. .................................................................... 23Budgets, performance analysis

5.1 ............................................................................................... 23The marketing budget5.2 ................................................................................................. 24Performance analysis

5.3 .......................................................................................................... 24Implementation

6. ..................................................................... 26Long term marketing strategy

7. .................................................................................................. 27Bibliography

8. .................................................................................................... 31AppendixesAppendix 1 Comparison of 3 types of MBA programs offered by The University of Greenwich .. 31Appendix 2 Changes in the US MBA market................................................................................... 32Appendix 3 - Major Trends That Will Affect Your Career Choices ................................................... 33Appendix 4 Target market ............................................................................................................... 34Appendix 5 Needs, characteristics and benefits of potential e-learners............ ........... .......... ........... 36

Appendix 5 Media profiles .............................................................................................................. 38

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1. Purpose and mission

The University of Greenwich MBA Program has been established over decade ago and it

is one of the flagship Programs of the Business School. The demand for the Program is

overwhelming and many applicants are turned down due to the limited spaces available.

The Business School, overall is struggling with the space available for classrooms in the

historic Old Royal Naval Campus and keen to develop some of the most popular

Postgraduate Programs on Flexible Learning Approach. Already many Universities in

the USA have taken the initiative and offer a variety of postgraduate Programs online.

They use interactive web technologies to their full potential; making lectures available on

downloadable videos, developing highly sophisticated WebCT sites and Black board to

support teaching and learning activities. Also they use online resources together with

online library facilities to enhance learning experience of their students. In addition to

these, they offer one to one tutorials online as well (De Mel, 2005).

1.1 Purpose of the marketing plan

I have been hired as a Marketing Consultant to advise the University of Greenwich on

how best to introduce the best MBA Program on Flexible learning Approach. I also

have been asked to produce a detailed marketing plan (De Mel, 2005).

1.2 History of institution and mission

The University was established in 1992 from Thames Polytechnic and traces its roots

back to the foundation of Woolwich Polytechnic in 1890. Its regional focus is on south-

east London and Kent.

Since 1999, the University has rationalized and consolidated the majority of its provision

onto three campuses (reduced from five): Avery Hill, Maritime Greenwich and Medway.

Following major restructuring that began in June 2001, the University is now organized

into eight schools: Architecture and Construction; Business; Computing and

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Mathematical Sciences; Education and Training; Engineering; Health and Social Care;

Humanities; and Science, together with the Division of External and Combined Studies.

Statistics for 2002-03 show that university had 18,000 university-based students in 2002,

compared with 14,500 in 1999. The increase at undergraduate level in the proportion of

UK students from minority ethnic backgrounds, from 34% in 2000-01 to 42% in 2002-

03, is evidence of the University's commitment to widening participation. Of the total

student population, 73% study on undergraduate programs and 27% on postgraduate

programs; 64% of students are study on full-time or sandwich programs.

The University's mission statement is that it nurtures excellence in learning and

teaching, research, consultancy and advanced professional practice serving a range of

international, national and regional communities (QAA, 2004).

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2. Situational analysis

The situation analysis is designed to take a snapshot of where things stand at the time the

plan is presented. In these days the University of Greenwich is offering existing product -

classic MBA programs (excluding MBA Maritime Management). Consequently the

universitys approach is to attract new markets new students mainly from developing

countries. This situation analysis has been divided into five parts as follows.

2.1 Current product analysis

Product attributes

In these days The University of Greenwich is offering MBA program only in classrooms

(not on-line) and in three different versions - MBA, MBA Maritime Management and

MBA Entrepreneurship. All types of MBA programs are regarded as essential for career

progression in all areas of management.Classic MBA program is designed to give a

broad range of skills across the management spectrum and all functional areas. MBA

Maritime Management program has been developed in consultation with leading figures

from the maritime industry, pursues and applies theory and practice with special

reference to the maritime sector. MBA Entrepreneurship has been developed to givemanagers with decision-making responsibilities at or near board level the necessary skills

and confidence (University of Greenwich, 2004). Comparison of differences in

attendance, entry requirements, assessment and career options of each type of MBA are

given in appendix 1. This marketing plan will concentrate on classic MBA program.

Pricing

The price of classic MBA program was for international students in academic year2005/06 12,250 and it will increase to 12,700 (3.7%) for next academic year. For the

students from UK and EU the price was 10,500 and it will increase to 12,700 (21%).

The prices of MBA programs in UK are between 3,500 and 55,000 (Infozee, 2006).

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University is offering 5% discount ofnet tuition fees, ifapplicants make full payment for

the year before registering on program. Otherwise students could pay their fees in two

installments. In this case students have to provide a current cheque covering a minimum

of 50% of the outstanding balance at the time of registration.

University also offers a scholarship of 1,000, which will be awarded to students from

the following countries for all programs: Bangladesh, Botswana, P.R. China (including

Hong Kong and Macau), Egypt, Ghana, India, Iran, Japan, Jordan, Kenya, Korea (North

and South), Malaysia, Mauritius, Nigeria, Pakistan, Philippines, Russian Federation,

South Africa, Sri Lanka, Taiwan, Tanzania, Thailand, Turkey, Uganda, Uzbekistan,

Vietnam, Zimbabwe (University of Greenwich, 2005).

Distribution

University has three campuses (reduced from five): Avery Hill, Maritime Greenwich and

Medway, the University is now organized into eight schools. Students could apply for all

programs by mail or by internet.

Promotion

The University of Greenwich is taken as one of the best new universities in Britain with

one of the most beautiful campus of England Maritime Greenwich campus, which is

also very close to Central London. Many other campuses of The University of Greenwich

are located in green parks with open space around them. University has students from

over then 110 different countries. University is presented with high quality of teaching

(lectors are mainly from English speaking countries, with good business experiences) and

excellent facilities, small class sizes, and good access to quality student support services.

There is not a great promotion. It is mainly done through internet by own websites. I

proposed some more possibilities of the promotion in section 4.4

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Services offered

University supports its student during their studies with many services. The main services

are: on-line library access, computer facilities, accommodation, personal development

and career services with job advices and quality workshops, International StudentSupport team, financial services, Pastoral services and many others.

2.2 Current target markets

Demographic/psychographic profile of the market

Todays students of MBA programs at the University of Greenwich are mainly students

from middle-class in the age 25-30 years ; with higher degree; with the average working

experience 3-6 years; without children; flexible to come for almost two years to other

country; mainly coming from Asia, Europe and Africa.

Characteristics of targeted customers

Targeted customers are in general ambitious people that want to advance their own

careers. They usually decide to purchase MBA program after couple of years working for

one company without any rapid progression in their carriers. After they finished the

studies, they are usually planning to get one or two years of working experience in UK

and return back to home countries. They come to study at the University of Greenwichs

classrooms with motivation to get English degree, with possibility to try different life-

style, to meet many people of different cultures in one of the most cosmopolitan cities of

the world London. They are also coming with hopes to better assert themselves on

English or international labor markets.

Purchasing process

Potential MBA students are mainly deciding on the base of extended decision-making

process. This process is affected with their current career profiles and with the needs to

change it during next couple of years. The majority of Greenwichs students are

responsible for their purchase. Only in few cases is the user (student) different from the

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purchaser (company is sponsoring the studies). The purchase could inspire the price of

MBA program, possible discounts, reputation of University, locality, living costs,

transportation costs, etc.

Market size estimates

Over the past few years, full-time programs have experienced a great deal of

unpredictability in their application numbers. Very few full-time programs reported no

change in the number of applications. In 2000 and 2001, the majority of full-time

programs cited a slight increase in applications, and in 2002, the majority cited a

significant increase. In 2003, there was less cohesiveness; 21% cited a moderate

decrease. In 2004, the majority (41%) of full-time programs cited significant decreases.

Part-time programs have experienced less unpredictability and less cohesiveness.

Between 2002 and 2004, the majority of part-time programs cited no change in the

number of applications received. But the majority for part-time programs represents

only about a of the programs. Typically, there is a lot of variability among part-time

program trends. As a group, it was only in 2000 and 2001 when the majority reported an

increase in applications (GMAC, 2004). Appendix 2 is giving more details.

2.3 Current company analysis

SWOT analysis is an important tool for auditing the overall strategic position of business

and its environment. It is worth pointing out that SWOT analysis could be very subjective

two people rarely come-up with the same version of a SWOT analysis even when given

the same information about the same business and its environment. Accordingly, SWOT

analysis is best used as a guide and not as a prescription (Tutor2u).

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Figure 2.3.1 SWOT analysis

Positive Negative

Strenghts Weaknesses

Position in the domestic market Position in the international market

Reputation Promotion

Age and condition of building Age and condition of equipment

Programs range and quality Productivity - class size/no of hrs per teacher

Internalfac

tors

Leadership and management skills Financial resources

Opportunities Threats

New markets New competitors

New education programs Competitors new education programs

Partnership Takeover

High growth in domestic market Stagnation in the domestic market

High growth in international market Stagnation in the international market

Technology growth advantage Technology growth disadvantage

Change in population age-structure Change in population age-structureExtern

alfactors

Sources: Own sources

2.4 Environmental problems and opportunities

There are five major trends that will affect the MBA education market: aging process,

rapid technology growth, better medicine, increase costs of child care, and distributed

works. Details of each factor are in Appendix 3.

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3. Strategy and objectives

This part of marketing plan gives a clear picture of the direction which the product will

take. It provides information through a section devoted to identifying the key strategies

and objectives for the product. The section consists of three major issues: Marketing

Strategy, Financial Objectives, and Marketing Objectives.

3.1 Marketing strategy

This section identifies the general marketing strategy under which this plan will be

developed. Product will follow more than one strategy to sell new product to new

customers in existing markets and also in new markets.

Figure 3.1.1Ansoff product / market matrix

Resource: Tutor2u

Product development

Product development is the name given to a growth strategy where business aims

introduce new products into existing markets. This strategy may require the development

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of new competencies and requires the business to develop modified products which can

appeal to existing markets. The University of Greenwich could develop its online MBA

program by adding new core or optional courses, by updating technology using for

running online MBA programs, or by changing the ways of teaching.

Diversification

Diversification is the name given to the growth strategy where business markets offer

new products in new markets. This is an inherently more risk strategy because the

business is moving into markets in which it has little or no experience (Tutor2u). The

University of Greenwich should focus on developing countries, like it has been already

mentioned before.

3.2 Financial objectives

For many organizations the ultimate goal of the marketing plan is the effect it will have

on bottom line (KnowThis.com). Financial measures reflect income statement items and

common ratios (customer sales, channel sales, margins, profitability, ratios). In this

marketing report we will concentrate much more on marketing objectives.

The University of Greenwich should concentrate on generating enough of financial

resources to develop program, to pay salaries to high experienced and educated lectors, to

upgrade the technology continuously, and to offer discounts to students that are coming

from developing countries with lower level of incomes.

3.3 Marketing objectives

Marketing success can be measured on several non-financial market matrixes. These

measures are important since these often shed lights on underlying conditions and

circumstances facing the company that are not easily seen within financial measures. For

instance, a company may report strong sales for a product but market share information

may suggest the product is losing ground because of competitors. The marketing

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objectives section will indicate targets to be achieved across several marketing decision

areas.

Target market objectives

1st YEAR - 25% of targeted on-line MBA markets, 100 applicants per year and 25

students per class, 50 students per year.

4th YEAR - 66% of targeted on-line MBA markets, 150 applicants per year and 20

students per class, 75 students per year.

Promotional objectives

Good reputation on targeted markets High level of students recommendationsto their partners, colleagues, friends, etc.

High website traffic 1000 new visitors a year.

Two product demonstrations per year in targeted markets (conference, University

students workshop).

Product development

Offer on-line MBA modules, which will satisfy todays needs in targeted markets.

Develop new on-line MBA modules, which will satisfy future needs in targeted

markets (10 years later).

Other objectives

Develop partnership with universities which are already operating in targeted

markets and which are offering MBA in classrooms.

Develop partnership with local and international business companies.

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4. Tactical programs

This is the heart of the marketing plan. It contains descriptions of detailed tactics to be

carried out to achieve the objectives and goals established in part 3. In this section details

and timetables are presented for five key decisions: target markets, product, promotion,

pricing, and distributions.

4.1 Target market issues

This section is concentrating on the target market issues. Because The University of

Greenwich is going to target new markets there will be a chance to find main differences

between existing and new markets.

Market

With online product and in online world we could target almost any market. I will

recommend targeting countries in Central and East Europe, as one of the possible target

markets. This decision is based on research that I have done in last days.

Visegrad countries (Czech Republic, Hungary, Poland, and Slovakia) are characteristic

with quite good economies with high long-term growing potential; the growth is based on

very high level of foreign investments. Average gross of annual earnings are lower, but

there is a great motivation to learn business. This is obviously because of the lack of

management know-how (post-communist countries).

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Following table is giving outcomes of research of four Visegrad countries. Detailed

description of table items and methodology is given in Appendix 4. The items of main

outcomes have been divided to four groups: economy, money, internet, and education

profile. All date are related to 2005.

Figure 4.1.1 Target market Visegrad countries

EU-25 W-4 Czech R. Hungary Poland Slovakia

Population (mil) 459.5 63.9 10.2 10.1 38.2 5.4

GDP per capita - 18,675 21,700 19,000 15,200 18,800

GDP per capita in PPS 100.0 62.5 75.8 64.3 52.2 57.8

Real GDP growth rate 1.6% 4.2% 4.8% 3.7% 3.2% 5.1%

Unemployment 8.7% 12.3% 7.9% 7.1% 17.7% 16.4%economy

Foreign Direct Investment intensity 0.8% 2.1% 2.3% 2.4% 2.7% 1.0%

Average gross annual earnings - 6,345 - 7,100 6,230 5,706

IT expenditure / GDP 3.0% 2.4% 2.8% 2.4% 2.0% 2.2%mon

ey

Telecomm-tions expenditure / GDP 3.4% 4.5% 4.3% 4.7% 5.2% 3.8%

Indiv. regularly using internet 43.0% 33.0% 26.0% 34.0% 29.0% 43.0%

Households-broadband connection 23.0% 9.8% 5.0% 11.0% 16.0% 7.0%

internet

increase to last year 53.0% 70.8% 25.0% 83.0% 100.0% 75.0%

Hrs worked per week of full-time job 41.9 42.2 42.9 41.0 43.3 41.4

Life-long learning 10.8% 5.0% 5.9% 4.2% 5.0% 5.0%

students (mil) 16.9 0.7 0.3 0.4 2.0 0.2

% of total population 4% 4% 3% 4% 5% 3%

18-year-olds in education 76.3% 80.5% 88.3% 75.9% 85.4% 72.2%educationprofile

Pupils learning English - 88.3% 100.0% 64.3% 92.2% 96.7%

Sources: EUROSTAT, CIA

Each country has its strengths and weaknesses:

Czech Republic:

- Strengths fast growing economy; regularly highest FDI in region; good level ofEnglish; highest earnings in region.

- Weaknesses low internet penetration and higher prices for internet connection;this is mainly because of the late deregulation, which has been finished recently.

Hungary:- Strengths good economy; higher earnings; high level of internet penetration.- Weaknesses not very good level of English; lowest long-life learning.

Poland:

- Strengths high population; high internet penetration with fast connection.- Weaknesses economic problems, but high FDI in these days; low earnings.

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Slovakia:

- Strengths highest number of internet users; fast internet connection.- Weaknesses lowest population; economic problems, but fastest growing (late

reforms); lowest earnings in region.

I will focus on one of Visegrad countries and that is Czech Republic in the following

parts of marketing plan. I would like, to give better overview and explanation why there

should be expansion on these markets.

Targeted customers

Both men and women use online education and training and they come from all age

groups, but especially older adults, according to a study done by Les Burr, deputy

director of student services at Charles Sturt University (CSU), a university in New South

Wales, Australia. Burr found that as people age, they tend to use the internet more as a

source of education. People in the over 50 age group participated more than others, while

women were more apt to participate in online discussion groups, regardless of whether

they live in an urban or rural environment. The under-20 set is heavily engaged in full-

time education now and the trend is growing. International Data Corporation reports that

enrollments in online courses are growing at 33 percent a year and will continue to climb

(Coleman, 2005).

The typical online student is a busy working adult, average age 34, married with family,

highly self-disciplined, with a strong desire to finish and a can-do attitude. Unless real

life interrupts, this student finishes, though students who procrastinate or harbor

unrealistic expectations will have a hard time (Itdl, 2005). This online student profile is

suitable also for Czech Republic. Appendix 5 is giving more details of other customers

needs and characteristics.

Competitors

The main advantage of offering online product is the possibility to enter and to target

almost anyone from any market. On the other hand, the main disadvantage is that our

competitors could be anyone from anywhere.

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There are nine institutions in Czech Republic which are offering MBA programs in

classroom. All of them are co-operating with international partner institution mainly from

USA (2) and UK (5). Those which have international partner could offer on-line MBA,

but they dont really do that. Only one of the institutions is specializing on on-line MBA

programs - PIBS. Eight institutions offer course in duration between 2 and tree years and

only one institution offer course in 18 months duration (CAMBAS, 2005). Eight

institutions are based in three Czech largest cities and one is located in countryside 25km

from capital city. Five institutions are located in the capital city - Prague (1,2mil. people),

two are located in Brno (0,5mil. people), one is located in Ostrava (0,4mil people). The

competitors prices will be analyzed in the following section 4.3.

We should analyze why only one institution is offering online MBA program in theCzech Republic so far. There are three main reasons. First reason is late

telecommunication deregulation by Czech government. In the beginning of 2005, the

Czech internet connection was one of the most expensive and on the same time slowest in

the EU-25. Fortunately, the deregulation process is finished and there is huge internet

boom in these days. According to that, the prices for internet connection are falling down

rapidly and internet speed is growing up. There is large increase in volume of internet

users and large increase in popularity of life-long learning (Eurostat, 2005).

Second reason is that there was lack of knowledge of English language. Older generation

was educated in Russian language and only some of them decided to learn new language

English (it took them some time to learn it). According to figure 4.1.1 we could see that

almost 100% of pupils are learning English now. This development will ensure good base

of future potential customers.

Last main reason is that there was lack of the public discussion about the advantages and

disadvantages of e-learning. This reason is also past. We could see that there is a great

opportunity to enter this market in these days. It should be easier to establish brand and

good reputation of The University of Greenwich in the Czech market now rather then

later, as there will be many competitors in the future.

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4.2 Product positioning

Online MBA makes education more accessible and has great payoffs for both the

corporate world and the individual. Anytime, anywhere the delivery of online MBA is

appealing to big companies as it allows employees to access the training at the most

convenient times, eliminates the need for a traditional classroom, cuts travel costs, and

brings business objectives to the desktop. All of these factors combine to improve

productivity and the bottom line.

For individuals, online MBA brings education to their homes on their time - very

appealing to many of those who are busy with careers, raising a family, or are place

bound. Travel costs (including fuel, parking, and vehicle maintenance) are all but

eliminated. Other tangible costs such as child care and food can be drastically reduced.

The benefits also include being able to spend more time with family and learning when

your motivational level is highest (Embrey, 2005).

Modules

I will recommend to The University of Greenwich to offer online MBA in module that it

is offering in classrooms in these days. Reason for that is that the core courses are

corresponding to the world standards and there is not too much to change. This also

should help to the university to launch the online MBA more smoothly without many

additional requests for new tutors, etc. Changes could be done on optional courses.

They should suites to the business situation on targeted market much more and they

should include the todays hot topics: as privatization, strategy & transformation,

economics reforms, health care and pension system reforms, partnership & collaboration,

etc. Optional courses should also include the future hot topics: as e-business &

technology, international investments, management consulting, environment. Course

should be finished with assignment focusing on practical management problem of own

choice. Students will have to produce a report of between 12,000 and 15,000 words.

According to the English education standards, online MBA should have 240 credits.

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Course duration and intakes

The course should be divided to four semesters about six months each; plus there should

be one extra semester to write the final assignment. The University of Greenwich should

organize two intakes per year (January, September). The flexibility is one of the essential

characteristic of the online MBA. According to this, later UoG could have 4 intakes per

year to get maximum share in market, product flexibility and diversity. UoG also could

offer two or three different course durations. I will suggest offering this after the third

year of running the online MBA program or after the moment, when the program will be

well-established. This should avoid any additional problems and costs at the starting year.

Helpful could be to do detail marketing research, if there are any needs for that.

Entry requirements

I will recommend to keep the entry requirements same as they have been set up for

classic MBA: A minimum of 2 years' business experience and a good UK honors

degree or equivalent. If English is applicants second language, they will need a TOEFL

score of greater than 600 or an equivalent English qualification. Exceptionally,

candidates without formal educational qualifications but who meet the other criteria will

be considered (UoG, 2005).

Tuition / fees

I will advise to keep tuition policy as it is. Even the discount policy is well going in The

University of Greenwich. The fees could be paid in installments for each semester before

the beginning of semester. However there should be discount 5% of price if the fees are

paid in full. The price will be given in following section.

4.3 Pricing

Pricing decision is important part of marketing plan. Price affects the margin through its

impact on revenue and also affects the quantity sold through its influence on demand (Mc

Donald, 1995).

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There are three main aspects that will affect the price of online MBA program for Czech

market: costs, demand of the program and competitors prices. Following figure is

focusing on prices of our direct competitors. On the left side is price range of online

MBA offered by US institutions in the world market ($5,500 - $25,000). On the right side

is price range of classrooms MBA programs offered by Czech institutions in the Czech

market ($2,500 - $20,000). The black line on the right side represents the price of only

one online MBA program that has been directly promoted in the Czech market so far

($9,000). This online MBA program is offering PIBS, which is Czech institution based in

capital city - Prague and which is co-operating with Manchester Metropolitan University.

Figure 4.3.1 Pricing online MBA

$25,000

$20,000

$9,000PricesinUSA-online

$5,500

$2,500

Pric

einCzech-classrooms

Sources: CAMBAS, PIBS, WorldWideLearner

I will recommend price $10,000/5800 (red line in above figure). The University of

Greenwich could increase the price at the moment when its online MBA program will be

well established on the targeted market.

4.4 Promotion issues

Perception is a key factor in the field of marketing communications. MC plays an

important role in influencing those perceptions and creating images go far beyond the

normal functional factors and may affect the choice of a brand (Yeshin, 1999).

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To get the right message across the market the right promotional mix is required. We

need to use a right balance of promotional mix to implement our strategies well. The

tools of marketing communication are regarded as advertising, sales promotion, public

relations and personal selling (Fill, 2005).

Advertising

Advertising should help to build general awareness and general corporate/product image.

I will recommend advertising in three different media: one newspaper, two periodicals

(one weekly, one monthly), and one online economic server.

Users/buyers of chosen media represent our targeted customers: people with higher

degree; high incomes; and already working on management position. Large group of

users are university students. Appendix 6 is giving detail profile of all chosen media.

Following figure is giving name of chosen media; their UK equivalents; their periodicity;

volume in which they are producing each time; selling price; size of advertisement in

millimeters. Important item of the tables is volume how many times the advertisement

will run before each intake and single price of running advertisement. All media has the

same owner, which is giving us discount 20%.

Figure 4.4.1 Cost of advertisement

Title HN Ekonom Moderni rizeni iHned

UK equivalent Financial Times Economist - Financial Times

Focused on Business Economy Management Economy

Title periodicity Daily Weekly Monthly Web

Advert. periodicity Weekly Weekly Monthly Daily

Volume 65,000 21,500 7,200 9,600

Selling price 0.35 0.90 2.35 Free

Size (mm) 297x212 210x140 171x244 250x250

Size of page Half page Half page Half page -

Color Color Color Color ColorX-times 5 5 6 40

Single price 3,590 2,450 640 87

Discounts 20% 20% 20% 20%

Total price (*2) 33,028 17,640 6,144 5,568

Total per year 62,380Sources:www.economia.cz, 2006

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I will recommend advertising in two waves during a year always starting two or three

months before each intake. Advertising in HN newspaper should run weekly, as there is

every Tuesday section focusing on business and careers issues. Advertising in Ekonom

periodical should run also weekly, in periodical Moderni Rizeni it should run monthly,

and finally in online server iHned it should run 40 days in roll or just only on business

days. Complete marketing budget will be present in section 5.1 Marketing budget.

Sales promotion

The University of Greenwich as same as online MBA program could be promoted in

different events job fairs, educational fairs and seminars.

Job and educational fairs are good because of possibility to address customers more

personally. Seminars are better for addressing higher amount of customers on tha same

place and in the same time. There is not necessary to prepare own seminars, it would cost

too much and there would not be possible to talk and promote the program for the whole.

I suggest to participate as a part of some business seminars and to inform during two

hours about MBA program.

Very popular seminars in Czech Republic are organized by Economia and IRR

institution. I will recommend to management to visit the WebPages and choose the most

suitable conferences and seminars by themselves.

Public relation

Public relation is important part of advertising. It is almost impossible to measure the

effectiveness of good or bad public relation, but it is essential to have a good media

relation to support good university or program image. I will suggest participating on

public discussions about long-life education and e-learning in all kind of media especially

in those that university will not advertise in (TV, radio). Following figure is giving media

consumption in Czech Republic.

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Figure 4.4.2 Media consumption in Czech Republic (minutes per day)

0

50

100

150

200

250

1997 1998 1999 2000 2001

Minutes

ada

RadioTVInternet

Sources: World association of newspapers

Personal Selling

Personal selling helps to increase product selling and to encourage purchasing. By using

this channel The University of Greenwich could directly target large business

corporations, enterprises, and financial institutions. For dealing directly with top

management of companies I will recommend to choose director of online MBA program

or his assistant, as he or she is the right representative with good knowledge of program

and good communication skills.

4.5 Distribution issues

Courses entirely online compared with courses delivered in classrooms rely more on

technology. Technology, especially the internet, provides a common virtual space for

students and tutors who are physically separated. As more and more technology tools

become available for online education, there is increasing interest among educators and

other professionals in the potential application of the tools in online courses. University

and students will have to use technologies as webCT, email, asynchronous discussion,

synchronous discussion, video/audio clips, PowerPoint Lecture File (Zhai and Liu, 2005).

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WebCT online courses

Students could enter all courses 24hours a day, seven days a week by using WebCT.

They could enter other areas as for example:

new course content, announcements from school, bookmarked URLs.

E-mail

Email will be probably the major communication tool. Its typically used:

introduce each course, answer individual questions,

sent reminders or announcement.

Asynchronous Discussion Forum

Online discussion will be the key to online interaction. There should be different types of

discussion forums including whole class discussions, court forums, student coffee houses,

self-introduction forums, and expectation expression forum. Provide discussion questions

by tutors will be most common way to start asynchronous discussion. Asynchronous

discussion forums will mainly used in two ways:

whole class discussion,

for forum.

Synchronous Communications

Synchronous conferencing tools might enable students to bring more issues to the

attention of their tutors as their program mates as they interact and provide just-in timecourse feedback. Synchronous communications in the online courses include:

chat rooms, live meeting service.

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5. Budgets, performance analysis

In many ways this part of the marketing plan is the area that will ultimately sell the

plan to those who have the power to give final approval. This section consists of three

key topics:

Marketing Budget - presents a clear picture of the financial implications of the plan.

Performance Analysis - presents the expected results of the plan including its impact.

Implementation Schedule - shows timelines and identifies those responsible forperforming tasks (KnowThis.com).

5.1 The marketing budget

This section should lay out spending requirements necessary for meeting the plans

objectives. Following table is giving amount of the main marketing expenditures for first

three years.

Figure 5.1.1 Marketing budget

Year 1 Year 2 Year 3

Advertising

HN 33,028 34,679 36,413

Ekonom 17,640 18,522 19,448

Moderni rizeni 6,144 6,451 3,387iHned 5,568 5,846 8,164

TOTAL 62,380 65,499 67,413

Sales promotion

Job Events 3,000 3,000 3,000

Education Events 3,000 3,000 3,000

Seminars 5,000 5,000 5,000

TOTAL 11,000 11,000 11,000

Public relation

Relative cost 5,000 5,500 6,000

TOTAL 5,000 5,500 6,000

Personal selling

Relative costs 10,000 11,000 12,000TOTAL 10,000 11,000 12,000

Others

Marketing plan 10,000 5,000 5,000

Others 2,000 2,000 2,000

TOTAL 12,000 12,000 7,000

TOTAL 100,380 104,999 103,413

Source: Own source

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5.2 Performance analysis

This section should contain financial implications of the plan in terms of contributions to

the companys bottom line. However, the marketing plan is generally a component of a

larger business plan. I do not cover a full financial discussion such as a full balance sheet,

income statement, detailed ratio analysis, etc. It also has not been required to prepare this

part of marketing plan.

5.3 Implementation

This section provides main activities that should be undertake before launching new

online MBA program commencing September 2006.

Figure 5.3.1 Activities

2005 2006

Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan

Marketing plan - -

Advertisment

Book place -

Run HN advert. - - - - - -

Run Ekonom advert. - - - -Run Moderni Rizeni advert. - - - - - - - - - - -

Events

Book place on events - -

Economia

IRR

Meeting corporation

Send info emails - -

Send prospectus - -

Arrange meetings - - - -

Confirm meeting date - - - -

PR

Send emails and info to TV sts - - - - -

Send emails + info to radio sts - - - - -

Send emails + info to other media - - - - -

Application process

Starting application process S - - - - S

Closing application process J - - - - - - J

Application board S S J

Send Results S J

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Processing fees

Send email S J

Send reminder S J

Send confirmation email S J

Others

Register to CAMBAS -

Contact CAMBAS members - - -

Duration - Related to January J

Start of month J Related to September S

End of month J Intake

Source: Own source

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6. Long term marketing strategy

Long term marketing strategy defines what the University of Greenwich wants to

achieve but mainly how and there is necessary to involve possible risks as well.

Here follows the basic points:

To build up strong position in the market and then keep it.

To find out by which direction to go if the University will target new market

with the old product or renew product (program MBA) as well.

To have the overview about market trends.

To come with new ideas, e.g. new subject concerning market demand of

employees.

To modulate MBA program regarding to students demands (market research

at currents students at the end of their studying and at potential students about

their expectations).

To have the overview about competitors that they can not pull over students.

To build up the name of the University of Greenwich on some principles

which the university makes up and will diversify from competitors (e.g.

monthly experience at the foreign company, lectures with people from

different business and the following discussion and solution of some

modules cases).

To monitor trends of technology, mainly internet and to adapt the program.

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8. Appendixes

Appendix 1 Comparison of 3 types of MBA programs offered by The

University of GreenwichMBA MBA

MaritimeManagementMBAEntrepreneurship

CampusMaritime Greenwich

Attendance1 year Full-time

Entry RequirementsA minimum of 2 years' businessexperience and a good UKhonours degree or equivalent. IfEnglish is your secondlanguage, you will need aTOEFL score of greater than600 or an equivalent Englishqualification. If your Englishneeds improvement, we areable to offer a four-weekbusiness English course prior tothe start of the MBAprogramme.Exceptionally, candidates

without formal educationalqualifications but who meet theother criteria will be considered;they will be expected todemonstrate that they couldcontribute to the programmeand cope with study at Master'slevel

AssessmentPractical management problemof own choice, from which youproduce a report of about

12,000 words; you may conductthis research at Greenwich, withyour chosen company, or inyour own country

Career optionsAn MBA is regarded asessential for career progressionin all areas


Attendance1 year Full-time2 years Part-time

Entry RequirementsA good UK honours degree, orequivalent qualification, and aminimum of 3 years' businessexperience, a significantproportion of which should be inthe maritime sector.A candidate aged 28 or abovewith a minimum of 7 yearsexperience but lacking a firstdegree or equivalent may beaccepted at the discretion of theprogramme leader.Where English is a secondlanguage, an IELTS score of 6.5

is required

AssessmentExamination, coursework anddissertation

Career optionsProgression within currentcareer


Attendance2 years taught courses and 6months for dissertation/research by distance learning

Entry RequirementsStage 1 (120 points): a firstdegree and at least 3 years'management experience atsenior level; or 7 years' boardlevel experience.Stage 2 (120 points): amanagement NVQ at level 5equivalent for ExecutiveDiploma in Management fromthe CMI; or a postgraduatediploma in management studiesfrom the university orequivalent; or 120 credits atMaster's level through APEL

AssessmentExaminations, coursework anddissertation

Career optionsAn MBA is regarded asessential for career progressionin all areas of management

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Appendix 2 Changes in the US MBA market

Change in Number of Total Applications Received, by Program TypeThree quarters (75%) of the full-time programs in the survey reported a downturn in the total number ofapplications they received, compared with last year. Almost half (48%) of the part-time programs reporteda downturn in their total number of applications. And, even though about a quarter of the executive

programs reported a downturn, 53% of the executive programs said their application numbers were up.

Full-Time Program Analysis. Whereas three-quarters of the full-time programs reported a downturn in thetotal number of applications received this year compared with last year, the traditional two-year programswere more likely to report a downturn (78%) than the accelerated one-year programs (67%).

Year-to-Year Trends in Change in Number of Total Applications, by Program Type.

Over the past few years, full-time programs have experienced a great deal of unpredictability in theirapplication numbers. Very few full-time programs reported no change in the number of applications. In2000 and 2001, the majority of full-time programs cited a slight increase in applications, and in 2002, themajority cited a significant increase. In 2003, there was less cohesiveness; 21% cited a moderate decrease.In 2004, the majority (41%) of full-time programs cited significant decreases.

Unlike full-time programs, part-time programs have experienced less unpredictability and lesscohesiveness. In 2002, 2003, and 2004, the majority of part-time programs cited no change in the numberof applications received. But the majority for part-time programs represents only about a quarter of theprograms. Typically, there is a lot of variability among part-time program trends. As a group, it was only in2000 and 2001 when the majority reported an increase in applications.

Change in Number of Domestic Applications Received, by Program TypeThe full-time programs in the survey were more likely than the other types of programs to report adownturn in the number of domestic applications they received in 2004, compared with 2003. Theexecutive programs were more likely to report an upturn in the number of domestic applications theyreceived compared with last year. In fact, 45% of the executive programs reported an upturn, comparedwith just over a quarter of the full- and part-time programs.

Full-Time Program Analysis. The full-time, accelerated one-year programs were more likely than the full-time traditional two-year programs to report an upturn in the number of applications they received fromdomestic applicants.

Change in Number of International Applications Received, by Program TypeAlmost three-quarters (74%) of the full-time programs reported a downturn in the number of internationalapplications they received this year, compared with last year. One-third of the executive programs did notreport their change in international applications, but of those schools that did, they were most likely toreport no change in the number of international applications from 2003 to 2004.

How does this differ from last year? In 2003, a higher percentage of full-time programs reported an

increase in the number of international applications received (32%) and fewer reported a decrease (51%).Also, in 2003, a higher percentage of executive programs reported no change in the number of internationalapplications they received (61%).

Full-Time Program Analysis. The full-time accelerated one-year programs were more likely than the full-time traditional two-year programs to report an upturn in the number of international applications theyreceived.

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Appendix 3 -Major Trends That Will Affect Your Career Choices

AgingBabyBoomers

The largest demographic group in the United States is heading for retirement. Of course,retirement will mean something very different for many Baby Boomers, who have maintainedtheir health and stayed in the job market longer than any other generation of citizens in ourcountry's history.

As they grow older, Baby Boomers will require more frequent, specialized medical care. They willalso want to maintain connections with careers and family for as long as possible. Therefore,expect to see continued growth in fields that cater to their wishes. The assisted living industry willcontinue to outpace other areas of health care, while growing teams of social workers will helpcare for less fortunate Baby Boomers.

BetterMedicine

The stellar performance of the pharmaceutical industry combined with constant innovation in therest of the medical field helps us live longer, more productive lives. New treatments forpreviously fatal diseases require new approaches for rehabilitation. Likewise, many adults expectto work far beyond the traditional retirement age. Therefore, patients demand a new generationof therapists and specialists to help prolong their quality of life.

IncreasedCosts of

Child Care

As today's parents demand higher quality from their child care providers, the marketplace hasresponded with a variety of programs to help meet parents' needs. The explosive growth of pre-kindergarten educational programs required highly trained educators that also demand more

competitive salaries than their predecessors. Therefore, especially in major cities, the cost ofcaring for young children has skyrocketed.

As a result, early childhood education has become a more lucrative and more stable professionthan ever before. Traditionally a lower-paying job, new child care specialists can expect to earnfar more money today than peers that entered the field even a few years ago. On the other hand,the rising cost of child care has encouraged many parents to seek opportunities to work fromhome. Taking advantage of distributed work options, professions that allow parents to spendtime with young children have enjoyed rapid growth. Even when those positions pay less thanoffice jobs, the savings in opportunity cost created by avoiding paid child care adds tremendousvalue for young families.

RapidTechno-gyGrowth

Despite fears that many companies look overseas for development of new technology, the rapidadvance of standards and the need for constant deployment assure technology workers ofconsistent job security over the next ten years. Businesses of all kinds have found themselveslocked into the equivalent of an arms race with their competitors. Companies must provide theirteams with the best equipment and resources, or face defeat.

Likewise, inventions and innovations assure technology workers that new machines, cables, andother equipment will have to be installed every few years. Even the Internet, which was designedto provide nearly limitless connections, is being overhauled to accommodate a previouslyunimaginable number of new devices. Therefore, technologists that specialize in networking,installation, and support will remain in high demand as more traditional businesses rely on newtechnology to help them compete.

DistributedWork

The giant factories and smokestacks of a hundred years ago are fading into the pages of historybooks. Many of today's workers report for duty at smaller offices or manufacturing plantsconnected by information networks and sophisticated shipping infrastructure.

A growing number of workers, especially specialized consultants and leaders, split time between

multiple locations at companies or client organizations. This trend has led to the use of"hotdesking," where workers report to a different workstation at the start of each shift, instead ofkeeping their own desk or cubicle. Many workers telecommute, allowing them to reinvest timespent commuting into more productive work or family time.

As a side effect, more workers are relocating to larger homes, farther away from city centers.Whether they want to enjoy more peaceful surroundings or they simply want to reconnect withfamily or friends, these shifting workers create demand for home construction, renovation, andinfrastructure development.

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Appendix 4 Target market

GDP per capita in PPS

GDP per capita in Purchasing Power Standards (PPS), (EU-25 = 100)

Gross domestic product (GDP) is a measure for the economic activity. It is defined as the value of all goodsand services produced less the value of any goods or services used in their creation. The volume index of

GDP per capita in Purchasing Power Standards (PPS) is expressed in relation to the European Union (EU-25) average set to equal 100. If the index of a country is higher than 100, this country's level of GDP perhead is higher than the EU average and vice versa. Basic figures are expressed in PPS, i.e. a commoncurrency that eliminates the differences in price levels between countries allowing meaningful volumecomparisons of GDP between countries. Please note that the index, calculated from PPS figures andexpressed with respect to EU25 = 100, is intended for cross-country comparisons rather than for temporalcomparisons.

Real GDP growth rateGrowth rate of GDP at constant prices (2000) - percentage change on previous year.

Gross domestic product (GDP) is a measure for the economic activity. It is defined as the value of all goodsand services produced less the value of any goods or services used in their creation. The calculation of theannual growth rate of GDP at constant prices is intended to allow comparisons of the dynamics ofeconomic development both over time and between economies of different sizes. The growth rate is

calculated from figures at constant prices since these give volume movements only, i.e. price movementswill not inflate the growth rate.

Total unemployment rate

%

Unemployment rates represent unemployed persons as a percentage of the labour force. The labour force isthe total number of people employed and unemployed. Unemployed persons comprise persons aged 15 to74 who were: a. without work during the reference week, b. currently available for work, i.e. were availablefor paid employment or self-employment before the end of the two weeks following the reference week, c.actively seeking work, i.e. had taken specific steps in the four weeks period ending with the reference weekto seek paid employment or self-employment or who found a job to start later, i.e. within a period of, atmost, three months.

Foreign Direct Investment intensity

Average value of inward and outward Foreign Direct Investment flows divided by GDP, multiplied by 100.

Average of inward and outward Foreign Direct Investment (FDI) flows divided by gross domestic product(GDP). The index measures the intensity of investment integration within the international economy. Thedirect investment refers to the international investment made by a resident entity (direct investor) to acquirea lasting interest in an entity operating in an economy other than that of the investor (direct investmententerprise). Direct investment involves both the initial transactions between the two entities and allsubsequent capital transactions between them and among affiliated enterprises, both incorporated andunincorporated. Data are expressed as percentage of GDP to remove the effect of differences in the size ofthe economies of the reporting countries.

Average gross annual earnings in industry and servicesOf full-time employees in enterprises with 10 or more employees (ECU/EUR)

Gross earnings are remuneration (wages and salaries) in cash paid directly to the employee, before anydeductions for income tax and social security contributions paid by the employee. Data is presented for

full-time employees in "industry and services".ICT expenditure - IT expenditureAs a percentage of GDP

Annual data on expenditure for IT hardware, equipment, software and other services as a percentage ofGDP. NB: GDP= Gross Domestic Product.

ICT expenditure - Telecommunications expenditure

As a percentage of GDP

Annual data on expenditure for telecommunication hardware, equipment, software and other services as apercentage of GDP. NB: GDP= Gross Domestic Product.

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Share of individuals regularly using the Internet

Percentage of individuals who accessed the Internet, on average, at least once a week

This indicator covers all individuals aged 16 to 74 who access the Internet, on average, at least once aweek, within the last three months before the survey. Use includes all locations and methods of access.

Share of households having a broadband connectionThe availability of broadband is measured by the percentage of households that are connectable to an

exchange that has been converted to support xDSL-technology, to a cable network upgraded for Internettraffic, or to other broadband technologies. It covers all households having at least one member in the agegroup 16 to 74 years.

Hours worked per week of part-time employmentSpring

The average number of hours corresponds to the number of hours the person normally works. This coversall hours including extra hours, either paid or unpaid, which the person normally works. It excludes thetravel time between the home and the place of work as well as the main meal breaks (normally taken atmidday). The distinction between full-time and part-time work is made on the basis of a spontaneousanswer given by the respondent.

Life-long learning

Percentage of the adult population aged 25 to 64 participating in education and training

Life-long learning refers to persons aged 25 to 64 who stated that they received education or training in thefour weeks preceding the survey (numerator). The denominator consists of the total population of the sameage group, excluding those who did not answer to the question 'participation to education and training'.Both the numerator and the denominator come from the EU Labour Force Survey. The informationcollected relates to all education or training whether or not relevant to the respondent's current or possiblefuture job.

StudentsTertiary education (1 000)

This table includes the total number of persons who are enrolled in tertiary education (including universityand non-university studies) in the regular education system in each country. It corresponds to the targetpopulation for policy in higher education. It provides an indication of the number of persons who hadaccess to tertiary education and are expected to complete their studies, contributing to an increase of theeducational attainment level of the population in the country in case they continue to live and work in the

country at the end of their studies.

18-year-olds in education

Participation rates, all levels (%)

This indicator gives the percentage of all 18-year-olds who are still in any kind of school (all ISCEDlevels). It gives an indication of the number of young people who have not abandoned their efforts toimprove their skills through initial education and it includes both those who had a regular education careerwithout any delays as well as those who are continuing even if they had to repeat some steps in the past.

Pupils learning EnglishUpper secondary general education (%)

This indicator presents the percentage of all pupils in upper secondary education (ISCED level 3) who arelearning English as a foreign language. It only covers general and not vocational education in countrieswhere English is described as a foreign language in the curriculum or other official document relating to

education in the country.

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Appendix 5 Needs, characteristics and benefits of potential e-learners

1. Students can "attend" a course at anytime, from anywhere. This means that parentscan attend to their children, then sit down to class; working students can attend classesno matter what their work schedule might be, folks that travel for business or pleasure

can attend class from anywhere in the world that has internet access.

2. Online learning enables student-centered teaching approaches. Every student has theirown way of learning that works best for them. Some learn visually others do better whenthey "learn by doing."

3. Course material is accessible 24 hours a day 7 days a week. Students have the abilityto read and re read lectures, discussions, explanations and comments. Often spokenmaterial in the classroom passes students by due to a number of distractions, missedclasses, tiredness or boredom.

4. In an online environment, attendance to class is only evident if the student actually

participates in classroom discussion. This increases student interaction and thediversity of opinion, because everyone gets a say, not just the most talkative.

5. Online instructors come with practical knowledge and may be from any location acrossthe globe. This allows students to be exposed to knowledge that can't be learned inbooks and see how class concepts are applied in real business situations.

6. Using the internet to attend class, research information and communication with otherstudents teaches skills in using technologies that will be critical to workers in the 21stcentury business community that works with colleagues globally and across time zones.

7. Participating online is much less intimidating than "in the classroom." Anonymity

provides students a level playing field undisturbed by bias caused by seatingarrangement, gender, race and age. Students can also think longer about what they wantto say and add their comments when ready. In a traditional class room, the conversationcould have gone way past the point where the student wants to comment.

8. Because online institutions often offer "chat rooms" for informal conversation betweenstudents, where student bios and non class discussions can take place, there appears tobe a increased bonding and camaraderie over traditional class environments.

9. The online environment makes instructors more approachable. Students can talkopenly with their teachers through online chats, email and in newsgroup discussions,without waiting for office hours that may not be convenient. This option for communicationprovides enhanced contact between instructors and students.

10. Online course development allows for a broad spectrum of content. Students canaccess the school's library from their PC's for research articles, e-book content and othermaterial without worries that the material is already "checked out."

11. Students often feel that they can actually listen to the comments made by other students.Because everyone gets a chance to contribute, students are less irritated with thosethat "over contribute" and can ask for clarification of any comments that are unclear.

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12. Over 75% of colleges and universities in the U.S. offer online degree programs, withonline degrees as respected as "on the ground" degrees. (Lewis)

13. Online classrooms also facilitate team learning by providing chat rooms andnewsgroups for meetings and joint work. This eliminates the problems of mismatched

schedules, finding a meeting location and distributing work for review between meetings.

14. Students often comment that online learning lets them attend class when fully awake andattend in increments of convenient time block, rather than rigid 2 or 4 hour stretches onceor twice a week.

15. Because there are no geographic barriers to online learning, students can find diversity ofcourse material that may not be available to them where they live or work. This isespecially true for professional training such as medical billing training or purchasingtraining and for students in remote rural areas that cannot support college or vocationaltraining centers.

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Appendix 6 Media profiles

UK Equivalent is Financial Times. HN is newspapers edited from Monday to Fridayfocusing on press service with many economical analyses and comments. HN is focusingon several areas: Czech economy, International economy, corporate economy, financing,and business topics. HN is cooperating with The Wall Street Journal Europe andHandelsblatt.Buyers/ReadersPeople with higher degree, working on middle or top management, specialists,enterprisers and university students. Buyers of HN also have high level of incomes andhigh living standards.

UK equivalent is Economist. Ekonom is periodical edited every Tuesday. Ekonomprovides its readers with information about leadership, management, investments,government and municipalities. Ekonom provides interviews with TOP Czech andInternational managers and businessman. Ekonom is the most favorite in its category inCzech Republic.Buyers/ReadersBuyers are mainly managers, businessman, politics, officials, universities and otherinstitutions as institutions offering MBA, People with higher degree and higher incomes.

Moderni Rizeni is offering management and leadership know-how, new managementapproaches and trends, case studies, profiles of TOP managers, and results of differentstudies and researches.Buyers/ReadersBuyers are TOP managements, businessman, experts, and consultants.

iHned.cz is online server, where the reader could visit WebPages of all peridocals andnewspapers owned by Economia.

Buyers/Readers

2/3 of users are men, in the age 20-49 years. 40 % of users have master degree, 20% areenterprisers, 25% of them have high incomes, they are living in cities that have over100,000 habitants and 25% are living in Prague. They are working on middle or TOP

Documents

International Marketing_Marketing Plan_Introducing Flexible Learning